School: DepEdClub.

com Grade Level: V

GRADES 1 to 12 Teacher: File Created by Ma’am EDNALYN D. MACARAIG Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: SEPTEMBER 23 – 27, 2019 (WEEK 7) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of The learner demonstrates understanding The learner demonstrates The learner demonstrates The learner
decimals of the four fundamental understanding of the four understanding of the four demonstrates
operations involving decimals and ratio fundamental fundamental operations involving understanding of he four
and proportion operations involving decimals decimals fundamental
Operations involving
decimals and ratio and
proportion.
B. Performance Standards The learner is able to recognize and The learner is able to apply the four The learner is able to apply the four The learner is able to apply the The learners are able to
represent decimals in various fundamental operations involving fundamental operations involving four fundamental operations apply the four
forms and contexts decimals and ratio and proportion in decimal in mathematical problems involving decimals fundamental operations
mathematical problems and real-life and real-life situations involving decimals and
situations ratio and proportion in
mathematical problems
and real-life situations
C. Learning Estimates the quotients of decimal Solves routine and non-Routine Solves routine and non-routine Creates problems (with reasonable Creates problems (with
Competencies/Objectives numbers with reasonable results problems involving division without any problems involving division with any answers) involving multiplication reasonable answers)
Code: M5NS-Ilg-177 of of or division or with any of the other involving multiplication
the other operations of decimals and the other operations of decimals and operations of decimals and whole and division or with any
whole numbers including money whole numbers including money numbers including money of the other operation
using appropriate problem solving using appropriate problem solving Code: M5NS –IIg-121.1 and whole numbers
strategies and tools strategies and tools including money.
Code: M5NS-IIg-121.1 Code: M5NS – II6.120.1 Code - M5NS- IIg – 121.1,
II.CONTENT Estimating the quotients of decimal Solving routine and non-Routine Solving routine and non-routine Creating problems (with Creating Problems (With
numbers with reasonable results problems involving division without any problems involving division with any reasonable answers) involving Reasonable Answers)
of of the multiplication or division or with Involving Multiplication
the other operations of decimals and other operations of decimals and any of the other operations of and Division or With Any
whole numbers including money whole numbers including money using decimals and whole numbers of the Other Operations
using appropriate problem solving appropriate problem solving strategies including money and Whole Numbers
strategies and tools and tools Including Money
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages Curriculum Guide, page 59 Curriculum Guide, page 59 Curriculum Guide, page 59 Curriculum Guide, page 59 Curriculum Guide, page
Lesson Guide in Elem. Math Grade 5 p. Lesson Guide in Elementary Mathematics 4 Teaching Guides 59
318-320 Mathematics 5 pp 318 - 321 pp. 164-167 Lesson Guide in Math 5,
p 301-305, 318-321
2.Learners’s Materials pages
3.Textbook pages Excelling in Mathematics 5 pp 220-221 Mathematics for Better Life, pp 186 - Growing Up With Math 5 pp., Mathematics for Better
189 Lesson Guides in Elementary Math Life 5
5 pp. 268,270, 301-305, 318-321
4.Additional materials from learning DLP Gr. 6, Module 8 DepEd Learning Portal, Math 6 – MISOSA Gr. 5 Module-
resource (LR) portal Division of Decimals (2166) Word Problems on
Multiplication and
Division of Decimals
B.Other Learning Resource Flashcards, Power point presentations, Activity sheets, meta cards metacards, chart, picture of a boy metacards, tarpapel Flash cards, activity
tarpapel selling newspaper during sheets, cartolina strips,
weekends charts
IV.PROCEDURES
A.Reviewing previous lesson or 1.Drill Drill 1. Drill 1. Drill 1. Drill
presenting the new lesson Strategy: Relay Game Basic Division Facts Strategy: Let’s Pick Some Fruits Conduct a drill on solving problems Mental computation on
Mechanics: Mechanics: Mechanics: involving any of the four multiplying and dividing
20. Divide the class into 3 groups. n. Let 5 pupils stand on the aisle of the Pick up a pupil’s name from a pre- operations of decimals decimals
21. Each group holds the cards containing room. prepared basket. Ate learned how to cook beef (By group)
the answers. o. The pupil who gets the correct answer The one who will be picked will pick sinigang. She used 0.5 kg of radish G – 1 7.11 X 5
22. Flash cards containing division of moves one step forward. (One step for an apple from the tree then division and 0.25 kg. of okra. How many G – 2 8.6 X 2
decimal numbers. every right answer) sentence written on the apple. kilograms of vegetables did she G – 3 3.6 ÷ 4
23. As you flash the card the pupil holding p. The first pupil who reaches the place 2. Review use? G – 4 0.45 ÷ 5
the answer stands and come forward. The of the teacher wins the game. Directions: Arrange the jumbled Review problem solving steps and G – 5 0.56 ÷ 7
first pupil with the correct card to stand 6. Review letters to form the different step in strategies. Ask the learners to tell 2. Review
earns a point for his/her group. Division of whole Numbers solving word problems. what they understand about the Directions: Rearrange
24. The group with the most point wins. Materials: 4 sets of cards with digits 0-5 following essential guide questions the jumbled steps
2. Reviewing Previous Lesson Mechanics: to problem solving. followed in solving
Directions: Perform as indicated. 6. Form 4 groups. Give each group a set What is asked in the problem? mathematical problem in
1. The quotient if you divide 0.426 by 6 is of cards. What are given? proper order.
________. 7. Using the numbers on their cards, ask How will you solve the problem? ___ Transform the word
2. Find the quotient of 0.455 ÷ 5. each group to form a division equation What operation/s will be used? problem into an
3. If you divide0.258 by 6, what is the that will satisfy the question the teacher What is the number sentence? equation
answer? will dictate. Is the solution or process ___ Find what is/are
4. 3.65 ÷ 5 = N = ______. a. Form a division equation that gives the correct? given fact s
5. Solve for N in the equation, 0.801 ÷ 9 = smallest possible quotient. What is he answer? ___ Know what is asked
N. b. Form a division equation that gives ___ Determine the
the greatest possible quotient. operation to be used
8. The group who can first get the ___ Solve for the answer
correct answer gets the point. ___ Write the answer
9. The first group to earn 3 points wins
the game.
B.Establishing a purpose for the lesson What is estimation? How do you keep yourself healthy? What items are usually sold by pairs or Read and study this problem How many of you knew
When do you use it? by pack? It’s Mother’s birthday. Her how to spend money
What are the activities that you usually do
How is it important to your daily lives? daughter Gwenyth gave her a pair wisely?
to make yourselves of slippers that cost P 80.50 and a How can you show it?
healthy and fit? bandana worth P 250.00. How Original File
What kind of food do you prefer? Why? much was left to her after buying Submitted and
gifts for mother? Formatted by DepEd
Can you solve the problem? Why
Club Member - visit
not?
depedclub.com for
What is the needed information
for you to solve the problem? more

C.Presenting Examples/ instances of Present this problem My sister and I drink 0.5 liter of fresh At the department store, men’s socks Post the jumbled word problem on Presentation
the new lesson Mang Isidro made the electrical fruit every day. How many days will 3.5 sell at 3 pairs for P97.50. the board Strategy: Choosing the
installations inside his liters of fruit juice last for both of us? a. How much does each pair of socks and 2.16 kg. of fruits Operation
house. He bought 10.25 m of electric wire cost? Godfrey bought 3.5 kg of chicken Simplifying the Problem
for Php 122.50. b. If Joel needs only 7 pair of socks How many kilograms of foods did At a department store,
About how much did he pay for each meter how much does he need to pay the he buy? men’s socks sell at 3
of wire? cashier? He also bought 5.6 kg. of rice pairs for
Ask some pupils to read the P97.50. If Sonia bought 6
sentences written on the strips pairs of the same socks
from
sidewalk vendor for
P172.50. Which is
cheaper to buy and
by how much? If you buy
10 pairs to sidewalk
vendor how
much will you pay?
a. Help the pupils
understand the problem
better by ask-
ing some comprehension
questions.
b. Let them plan on how
they will solve the
problem
What operations should
be used?
How will write the
equation or number
sentence?
Recall the steps in four
fundamental operations
involving
decimals and whole
numbers including
money.
Compare the prices from
department store and
sidewalk
vendor.
If you were to buy this
kind of socks in which
place will
you go? Why?
D.Discussing new concepts and Group pupils into 3 to answer these What is asked in the problem? Strategy: Activity Based Can you arrange the sentences Divide the class into
practicing new skills #1 questions: What are given? Activity: 4A’s to form a word problem? group of 5s. Tell each
What did Mang Isidro buy? How will you solve the problem? Act How much was the 3 pairs of Ask pupils to do the activity by member of the
How many meters of wire did he buy? What is the number sentence or socks? pairs group that to create
What was its cost? equation? Analyze What is the first questions? (Give ample time for the pupils to problem, they are going
About how much did he pay for each Write the number sentence? How will you solve it? work on the activity.) to help each other to
 meter of wire? Solve for the answer. Apply Now, let us try to solve question Give time for each pair to finish familiarize themselves
Give them time to work on their activity. Look back if the answer makes sense? 1? their work. with the concept about
Post them on the board and explain. How do fresh fruit juices help our body? Act How many pairs of socks does Joel Ask them to report and post the four fundamental
To estimate, follow these steps: need? their output operations and its
Mang Isidro made the electrical Analyze How will you solve that Godfrey bought 3.5 kg of chicken. application to real-life
installations inside his question? He also bought 5.6 kg. of rice, and situation. Then, tell them
house. He bought 10.25 m of electric wire Apply Now, let us try to solve question 2.16 kg. of fruits. How many to
for Php 122.50. 2? kilograms of foods did he buy? think of the type of
About how much did he pay for each meter Do you all agree that this is the problem they are
of wire? correct arrangement? Why? planning to create.
Is there any other arrangement? Lastly, advise
1. Round the divisor and dividend to the Can you show other them to read the
nearest whole arrangement? problem similar to the
number. Does your work make sense? one given and study the
2. Use compatible numbers. Now let us solve the problem. Do solution.
3. Divide. about 12 it with your partner. After each group have
10.25 122.50 10 120 Let the pupils work on the finished, asked them to
Note: 120 and 10 are compatible problem and ask the first post their
numbers. pair to finish to show her solution output on the board
So, Mang Isidro paid about Php 12.00 for on the board.
each meter of electric wire.
Why are compatible numbers helpful in
estimating decimal quotients?

E. Discussing new concepts and Give more examples Give more examples Give more examples Give more examples Give more examples
practicing new skills #2
F.Developing Mastery Directions: What compatible numbers will Directions: Read the problems carefully Strategy: Practical Inquiry Model Talk on the problem formed by the After the output have
help you make an then solve. Activity AICDR pupils. been posted, asked each
estimate for the following numbers? 1. Our family can consume 0.75 kg of rice Team 1 How do you know that the group to
1). 2.43 ÷ 0.78 a day. How many Jun’s monthly electric bills for the past arranged sentences formed a do the reporting,
2). 4.31 ÷ 0.53 days will it take us to consume 22.5 kg. seven months were: Php1,089.38; correct word problem? explaining how they
3). 7.68 ÷ 4.2 of rice? Php1,187.86; Php1,086.52; Talk on the problem formed by the create the problem.
4). 19.85 ÷ 2.5 2. Mother paid Php300.65 for 3.5 kg of Php1,283.27; Php1,085.64; pupils. The teacher then will
5). 15.2 ÷ 2.5 fish. How much does Php1,187.09 and Php1,185.43. How How do you know that the ask: How did you create
a kilogram of fish cost? much was Jun’s average monthly arranged sentences formed a a problem
3. Mr. David bought 6 white T-shirts for electric bill? correct word problem? similar to the one given?
Php599.70. How Ask How many months were the given How many kilograms of foods did We familiarized
much was the cost of each T- shirt? electric bills? he buy? ourselves with the
4. Mang Kanor paid Php689.15 for 5 kg Investigate What is asked in the He also bought 5.6 kg. of rice concept and its
of dried fish. How problem? Godfrey bought 3.5 kg of chicken. application
much was the cost of each kilogram of Create How will you solve the He also bought 5.6 kg. of rice, and to real-life situation.
dried fish? problem? 2.16 kg. of fruits. How many We thought of the type
10. Alex bought a piece of rattan 2.8m Discuss Try to solve the problem. kilograms of foods did he buy? of problem we wanted
long. He cut it into pieces of 0.4 m each. Reflect What is you answer? Page403 to create.
How many pieces did he make? Team 2 What are the things a problem We read some problems
For the last four weeks, Rica’s mother should have? similar to the one given
recorded the grocery bills as follows: Can you name them? and studied
Php1,427.00; Php1,805.75; How do you know that a the solution.
 Php1,753.25 and Php1,263.50. What problem has the complete For more practice, let
was the average bill per week? information? pupils create problems
Ask How many weeks were the given Can the problem be solved if similar to the
grocery bills? there is a missing given problem provided
Investigate What is asked in the fact/information? by the teacher.(Using
problem? So, what are the things needed to Think-Pair and
Create How will you solve the create a complete word Share)
problem? problem? Directions: Fill the blank
Discuss Try to solve the problem. We familiarized ourselves with the with a question to create
Reflect What is you answer? concepts of the four problem
Team 3 operations. using the data given.
Mr. Dionisio commission for the last We thought of the type of A pharmacist is filling a
five months were: Php12,089.45; problem we want to create. prescription that call for
Php11,187.80; Php16,686.75; We read some sample problems 0.20
Php18,283.25; Php19,085.70. How and studied their solutions. gram of a vitamin. The
much was Mr. Dionisio’s average Let’s try to create another problem vitamin is only available
monthly commission? using these information. Be in 0.05
Ask How many monthly commissions sure to show the solution for the gram tablets. How many
were the given? problem you made. tablets should he put in
Investigate What is asked in the the con-
problem? tainer. If there are 5
Create How will you solve the prescriptions,
problem? __________________?
Discuss Try to solve the problem.
Reflect What is you answer?
G.Finding Parctical application of Strategy: Group Work- How Fast We Are? Group Work Strategy: Scaffold- Group the pupils into four. Let
concepts and skills in daily living Mechanics: Directions: Read each problem carefully Knowledge Integration each group work collaboratively on
a. Group the pupils into 3. then solve for the Activity: 4A’s the assigned task for them based
b. Distribute envelopes with activity cards. correct answer. Activity I will give you your on the table
c. Tell the pupils to estimate the quotients 1. A group of 5 pupils signed up for a respective activity sheets to work on Presented below:
and write them weekend computer Analysis (Pupils will work on The table below shows the data of
in the meta cards as fast as they can. course. They paid a total of Php315.75. the activity sheets and discussed the vegetables harvested by Gwen,
d. The group who finishes first wins How much did each pupil pay? what to do with their problem.) Godwin and Jim
2. In an EPP class, Lance made 8 Abstraction Work with you Group I - Addition of Decimals
hamburgers for lunch respective teams actively and be sure Directions: Based on the table of
using 1.36 kg of ground beef. How much toparticipate with the team’s output. data presented, create a problem
ground beef Application Try to solve your problem involving addition of decimals.
was used in each hamburger? Mr. Reyes bought 175 Group II – Subtraction of Decimals
3. Aunt Lucy paid Php258.45 for 9.2 kg of hollow blocks at P6.75 per piece and 3 Directions: Based on the table of
rice. How sacks of cement at P235.50 per sack. data presented, create a problem
much did a kilogram of rice cost her? How much did Mr. Reyes spend? involving subtraction of decimals.
Group III – Multiplication of
Decimals
Directions: Based on the table of
data presented,
create a problem involving
multiplication of
decimals.
Group IV – Division of Decimals
 Directions: Based on the table of
data presented, create a problem
involving division of decimals.
H.Making generalization and How do we estimate decimal quotients? How do we solve problems involving How do we solve routine and non- Lead the pupils to generalize How will you create a
abstraction about the lesson division of decimals? routine problems involving division To create a word problem, problem (with
with any of the other operations of ● familiarize yourself with the reasonable answers)
decimals including money using concept involving multiplication
appropriate problem solving strategies ● think of the type of problem to and division or with any
and tools? be created. of the other
a. Consider the character, cite operations and whole
the situation/setting, data
numbers including
presented, word problem to be
money?
created and the key
question.
b. Ensure that the word problem
is clearly stated and
practical
Read some sample problems
and study their solutions.
I.Evaluating learning Directions: Estimate each quotient. Letter Directions: Read the problems carefully Directions: Using the data below, Directions: Read the data
only. then solve. Analyze and solve the following create a one -step word problem given. Ask question to
1). 8.9 ÷ 3.2 = 1. Mr. Ramos paid Php323. 75 for 35 involving: create problem
problems
A. 2 B. 3 C. 4 D. 5 liters of gasoline. How (a) Addition of Decimals involving multiplication
Albert’s mother gives him Php 50.00
2). 41.96 ÷ 5.9 = much did each liter cost? (b) Subtraction of Decimals and division or with any
every day. He spends 0.5 of it and
A. 5 B. 6 C. 7 D. 8 2. When a greater number is divided by a (c) Multiplication of Decimals of the other operations
saves the other half. How much saving
3). 44.3 ÷ 3.8 = smaller number, (d) Division of Decimals and whole number
does he have for 5 days?
A. 9 B. 10 C. 11 D.12 the quotient is 20. If the smaller number including money.
4). 15.77 ÷ 2.81 = is the tenths digit 1. Mrs. Cruz bought 5
A. 5 B. 6 C. 7 D. 8 of 2.5, find the greater number. mangoes for P45.50. If
3. A boy bicycles 7.5 km in 40 minutes. she has
Find his average P136.50,
speed in kilometer per minute? ____________________
4. How many pieces of wire each 2.4 dm _________?
long can be cut 2. A 0.60 sac of fertilizer
from a roll of wire 15 m long? was used equally at 0.12
5. Ina has Php400 in her pocket. If she sack per
has 8 paper bills, field.
what are the possible denominations of ____________________
paper bills she _______________?
has? 3. Mrs. Roxas had 0.81
metre of gold ribbon
which he cut
Into pieces. If each piece
measured 0.09 metre,
__________
____________________
________?
4. Josie bought and paid
P630.00 for 3.5 kilogram
 of pork,
good for 3 days.
____________________
_________?
5. At P18.35 a litre, Jun
gave the cashier P200-
bill and re-
ceived a change of
P34.85.
____________________
___?
J.additional activities for application or Directions: Read and analyze the problem. Directions: Solve each problem following Directions: Solve the problem below A. Directions: Create a word Directions: Create your
remediation 1. A newspaper sheet is about 0.68 mm the 4-step plan. What will be the total amount of your problem by completing the data own problem (with
thick. Antonio 1. Andy travelled 154.5 km. in 3.2 savings for one week if you are saving needed. Supply the data that reasonable answers)
has a stack of newspaper sheets 34.94 mm hours. What was his average 0.25 of Php 60.00 which your mother would complete the involving multiplication
high. About how many newspaper sheets speed for the journey? is giving you everyday? problems below. Then solve for and division or with any
are in the stack? 2. 2. An 11-year old boy roller the correct answer. of the other
skated around a rink two times 1. For every that Jonna receives operations of whole
from her mother daily, she
in 4.14 minutes. What was her numbers including
saves . How much does she
average time per lap? money
save in a week?
3. 3. Jose bought 5-metre hose
for Php60.55. How much did
each meter of hose cost?
4. 4. Lyn, Beth, and Amy bought
materials for their project
worth ₱276.45. The girls
divided the amount equally
among themselves. How much
is each share?
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move
the evaluation objective. objective. objective. next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got
mastery 80% mastery
B.No.of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find
additional activities for remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. difficulties in answering
___Pupils found difficulties in answering their ___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in their lesson.
lesson. their lesson. their lesson. answering their lesson. ___Pupils found
___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson difficulties in answering
of lack of knowledge, skills and interest because of lack of knowledge, skills and because of lack of knowledge, skills because of lack of knowledge, their lesson.
about the lesson. interest about the lesson. and interest about the lesson. skills and interest about the lesson. ___Pupils did not enjoy
___Pupils were interested on the lesson, ___Pupils were interested on the lesson, ___Pupils were interested on the ___Pupils were interested on the the lesson because of
despite of some difficulties encountered in despite of some difficulties encountered in lesson, despite of some difficulties lesson, despite of some difficulties lack of knowledge, skills
answering the questions asked by the answering the questions asked by the encountered in answering the questions encountered in answering the and interest about the
teacher. teacher. asked by the teacher. questions asked by the teacher. lesson.
___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite ___Pupils mastered the lesson ___Pupils were
limited resources used by the teacher. limited resources used by the teacher. of limited resources used by the despite of limited resources used by interested on the lesson,
___Majority of the pupils finished their work ___Majority of the pupils finished their teacher. the teacher. despite of some
on time. work on time. ___Majority of the pupils finished their ___Majority of the pupils finished difficulties encountered in
___Some pupils did not finish their work on ___Some pupils did not finish their work work on time. their work on time. answering the questions
 time due to unnecessary behavior. on time due to unnecessary behavior. ___Some pupils did not finish their work ___Some pupils did not finish their asked by the teacher.
on time due to unnecessary behavior. work on time due to unnecessary ___Pupils mastered the
behavior. lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.

C.Did the remedial work? No.of ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who
learners who have caught up with the above above earned 80% above
lesson
D.No. of learners who continue to ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who
require remediation activities for remediation activities for remediation activities for remediation additional activities for remediation require additional
activities for remediation

E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who
lesson lesson lesson caught up the lesson
F.What difficulties did I encounter ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who
which my principal or supervisor can remediation remediation require remediation require remediation continue to require
remediation
helpme solve?
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
materials did used/discover which I  well:
___Metacognitive 
Development: ___Metacognitive 
Development: ___Metacognitive 
Development: ___Metacognitive Development:
wish to share with other teachers? Examples: Self assessments, note taking Examples: Self assessments, note taking Examples: Self assessments, note Examples: Self assessments, note  ___Metacognitive
and studying techniques, and vocabulary and studying techniques, and vocabulary taking and studying techniques, and taking and studying techniques, and Development:
assignments. assignments. vocabulary assignments. vocabulary assignments. Examples: Self
assessments, note taking
 
___Bridging: Examples: Think-pair-share, ___Bridging: Examples: 
Think-pair- ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-
and studying techniques,
quick-writes, and anticipatory charts. share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and
charts. charts. anticipatory charts. and vocabulary
 assignments.
   
___Schema-Building: Examples: Compare  ___Bridging: Examples:

and contrast, jigsaw learning, peer teaching, ___Schema-Building: 
Examples: ___Schema-Building: 
Examples: ___Schema-Building: Examples: Think-pair-share, quick-
and projects. Compare and contrast, jigsaw learning, Compare and contrast, jigsaw learning, Compare and contrast, jigsaw writes, and anticipatory
peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and
 projects.
charts.
 ___Contextualization:   
  
 Examples: Demonstrations, media, ___Contextualization: ___Contextualization:  ___Schema-Building:
manipulatives, repetition, and 
local Examples: Demonstrations, 
media, Examples: Demonstrations, media,  ___Contextualization: Examples: Compare and
opportunities. manipulatives, repetition, and local 
manipulatives, repetition, and local Examples: Demonstrations, media, contrast, jigsaw learning,
opportunities. opportunities. manipulatives, repetition, and local peer teaching, and
 opportunities. projects.
 ___Text Representation:  
 
 Examples: Student created 
drawings, ___Text Representation:  ___Text Representation:
 ___Text Representation:  ___Contextualization:
videos, and games.  
Examples: Student created drawings, Examples: Student created drawings,
videos, and games. videos, and games.  Examples: Student 
created Examples:
 ___Modeling: Examples: Speaking slowly
drawings, videos, and games. Demonstrations, media,

and clearly, modeling the language you want ___Modeling: Examples: 
Speaking ___Modeling: Examples: Speaking manipulatives, repetition,
students to use, and providing samples of slowly and clearly, modeling the language slowly and clearly, modeling the  ___Modeling: Examples: Speaking and local opportunities.
student work. you want students to use, and providing language you want students to use, and slowly and clearly, modeling the
 samples of student work. providing samples of student work. language you want students to use,
Other Techniques and Strategies used: and providing samples of student

___ Explicit Teaching Other Techniques and Strategies used: Other Techniques and Strategies work.  ___Text
___ Group collaboration ___ Explicit Teaching used: Representation:
___Gamification/Learning throuh play ___ Group collaboration ___ Explicit Teaching Other Techniques and Strategies  Examples: Student
___ Answering preliminary ___Gamification/Learning throuh play ___ Group collaboration used: created drawings, videos,
activities/exercises ___ Answering preliminary ___Gamification/Learning throuh play ___ Explicit Teaching and games.
___ Carousel activities/exercises ___ Answering preliminary ___ Group collaboration
___ Diads ___ Carousel activities/exercises ___Gamification/Learning 
throuh ___Modeling: Examples
___ Differentiated Instruction ___ Diads ___ Carousel play : Speaking slowly and
___ Role Playing/Drama ___ Differentiated Instruction ___ Diads ___ Answering preliminary clearly, modeling the
___ Discovery Method ___ Role Playing/Drama ___ Differentiated Instruction activities/exercises language you want
___ Lecture Method ___ Discovery Method ___ Role Playing/Drama ___ Carousel students to use, and
Why? ___ Lecture Method ___ Discovery Method ___ Diads providing samples of
___ Complete IMs Why? ___ Lecture Method ___ Differentiated Instruction student work.
___ Availability of Materials ___ Complete IMs Why? ___ Role Playing/Drama
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Complete IMs ___ Discovery Method Other Techniques and
___ Group member’s ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Lecture Method Strategies used:
collaboration/cooperation ___ Group member’s ___ Pupils’ eagerness to learn Why? ___ Explicit Teaching
in doing their tasks collaboration/cooperation ___ Group member’s ___ Complete IMs ___ Group collaboration
___ Audio Visual Presentation in doing their tasks collaboration/cooperation ___ Availability of Materials ___Gamification/Learning
of the lesson ___ Audio Visual Presentation in doing their tasks ___ Pupils’ eagerness to learn throuh play
of the lesson ___ Audio Visual Presentation ___ Group member’s ___ Answering
of the lesson collaboration/cooperation preliminary
in doing their tasks activities/exercises
___ Audio Visual Presentation ___ Carousel
of the lesson ___ Diads
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s

collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation
of the lesson